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Course with employment: "The Profession of Methodologist from Scratch to PRO"
Find out moreWhy do we need a school laboratory?
Gary Koppelman is an experienced American educator with over 30 years of experience. After graduating from university in 1976, he began his career at Blissfield Elementary School, located in a small town in southern Michigan. Over time, Koppelman initiated the creation of a unique living laboratory in which students can observe more than 80 species of animals and over 125 species of plants. This laboratory not only enriches the educational process, but also promotes the development of children's interest in biology and ecology.
This zoo is different from the usual: local schoolchildren visit it to conduct scientific observations. Koppelman views these children as young scientists and is confident that their childhood fascination with nature will lay the foundation for a deeper study of subjects such as physics, geography, biology, and many other sciences. This approach fosters interest in the natural sciences and helps develop research skills in the younger generation.
Koppelman's lab attracts over a thousand schoolchildren and has made Blissfield a popular destination for people to move to to ensure their children's education in local schools. From 2002 to 2015, the district's standardized science test scores consistently exceeded the Michigan state average. Blissfield Elementary School has consistently ranked among the best schools in the state for several years.
The Atlantic article tells the story of a boy who struggled with school but became a successful teacher. He founded a unique lab where every child is treated as a true scientist. This initiative allows children not only to deepen their knowledge but also to develop critical thinking and a creative approach to problem solving. The lab offers hands-on activities that make learning engaging and accessible, fostering curiosity and independence in students. This approach, which uses elements of the scientific method, helps children confidently overcome obstacles and achieve academic success.
How a Weak Student Became a Strong Teacher
Gary Koppelman had a deep interest in nature since childhood, but school didn't offer the opportunity to ask the questions he was interested in. He sought answers on his own, spending time in the fields and forests near his parents' farm. Gary studied fox tracks and routes, becoming acquainted with a variety of local fauna. Returning home, he enthusiastically looked up the names of animals and insects in books, immersing himself in scientific accounts of their lives. This approach to studying nature shaped his deep understanding of ecosystems and his love for the world around him.
Despite his keen interest in research, Gary Koppelman had no intention of going to college, much less becoming a teacher. He struggled with math and reading, and public speaking was difficult. He was often the target of ridicule and had few friends.
One day, a teacher came into Gary's life who showed him attention and respect. This teacher regularly emphasized the boy's strengths, such as responsibility and hard work. When Gary was being bullied, the teacher was always there, ready to help. They also discovered a shared passion: horses and equestrian sports. Thanks to his teacher's support and mentorship, Gary began winning competitions, which significantly increased his self-confidence and motivation for further achievements.
The teacher's support became a key moment in Koppelman's life, inspiring him to continue his education. In 1970, he entered Eastern Michigan University, where he chose to specialize in education. There, another teacher showed interest in his hearing and speech problems. After testing, it was discovered that Koppelman had dyslexia. As a recommendation, the teacher suggested that he listen to audiobooks on cassette tapes and seek additional help from teachers after class. These tips had a significant impact on his learning and development.
At that moment, Koppelman realized his passion for independent work on projects and laboratory experiments, which contributed to a deep understanding of the practical application of theories. In 1976, he completed his studies at the university, receiving a master's degree and becoming one of the best students in his class.
How Koppelman's Lab Works
Koppelman's personal experience showed that traditional education, based on passively listening to lectures and reading textbooks, is not the optimal learning method. As a result, the young teacher began to look for alternative approaches. From his first days working at Blissfield Elementary School, Koppelman dreamed of creating a science lab for children. However, it was only two decades later that this idea was realized and funding was attracted.
Koppelman's lab is open to more than 1,200 students of all ages. Local teachers of various subjects, including English and social studies, develop unique lessons that are taught in the lab. Despite Michigan's cold winters, which do not encourage the study of wildlife throughout the year, the lab provides children from neighboring schools with the opportunity to study the flora and fauna of tropical forests, deserts, and other ecosystems both winter and summer. This allows schoolchildren to deepen their knowledge of nature and develop an interest in ecology.
The laboratory features special climate zones that simulate the conditions of various ecosystems. One room simulates the climate of a rainforest, where high humidity and temperature are maintained, promoting the growth of specific plants and the life of a variety of animals. There is also a zone with a desert climate, where the adaptations of flora and fauna to extreme conditions are studied. The laboratory has pools with fresh and salt water. The freshwater pool is home to fish, frogs, and turtles, while the saltwater pool is home to marine organisms. These conditions facilitate the study of the interactions of different species and their adaptation to the environment.
Children visit the laboratory not only for fun. Even young kindergarteners come with notebooks, carefully observe the animals, and ask questions: "Do tarantulas breathe?", "Do they need water?", "What do they eat?", "Are trees alive?", "How do we know this?" Koppelman helps them find answers to these intriguing questions. If they choose, they can even become part of this unique "zoo." This learning not only develops their curiosity but also fosters an appreciation for nature and the world around them. For many Blissfield students, working in the lab is an unforgettable experience that sparks an interest in learning in general, not just biology. An article in The Atlantic describes a high school student preparing to major in computer science who credits Koppelman's lab with inspiring his love of math and science. This experience highlights the importance of hands-on learning and shows how lab activities can inspire students to pursue a variety of scientific disciplines.
Why Live Experiences Inspire Children
Koppelman argues that children have all the qualities of good scientists: their curiosity and desire to explore the world around them are boundless, and they love to conduct experiments. However, by the time they begin elementary school, many of them lose interest in science. This happens because the curriculum is often unrelated to their life experiences and does not take into account the natural environment, which leads to a loss of passion for exploration.
Each lesson should be based on the interests of the children themselves, Koppelman believes. This statement emphasizes the importance of engaging students in the learning process. When material matches their interests, it becomes more engaging and effective. Strategies that identify and leverage children's passions help create an active learning environment that fosters deep understanding and learning.
A core pedagogy is to provide children with opportunities to interact with the natural world around them, ask questions, collect and analyze data, and collaborate with classmates to find answers. Children show a keen interest in animals and insects, and laboratory observations open doors to the world of natural history and biology. Such hands-on activities not only develop an interest in science but also facilitate deeper learning in related subjects such as mathematics, geography, and social studies. Engaging children in active exploration of the world around them fosters critical thinking and promotes a scientific approach to learning.
Providing opportunities for young students to develop an interest in science is important. In 2003, scientists analyzed 110 studies on children's attitudes toward science. The results showed that interest in science subjects begins to decline at around age 11. Thus, primary school becomes the optimal time for developing children's curiosity and passion for science.
